This paper focuses on the effects of pre-college aptitude and high school achievement variables on university foreign language success at various undergraduate course levels in French, German, and Spanish. The objective is twofold: (1) to compare statistically contributions of different types of aptitude and achievement variables to grade point average (G.P.A.) attainment within specific course levels; and (2) to determine whether success in language courses stressing oral-aural methods is a product of the same set of factors associated with success in language courses emphasizing reading, grammar, and writing skills. The study, involving some 1,400 students in 13 course groups, discusses methods and results, and presents six tables of statistical information. (Author/RL)

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